Teaching reflection from within classroom experience in a work-based learning environment: implications for developing the management educator

Goumaa, R. ORCID: 0000-0002-0896-9970, 2019. Teaching reflection from within classroom experience in a work-based learning environment: implications for developing the management educator. In: 20th International Conference on Human Resource Development Research and Practice across Europe, Nottingham Business School, Nottingham Trent University, Nottingham, 24-26 June 2019.

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Abstract

Teaching reflection in a work-based learning (WBL) environment where students combine work with study appears to be a neglected area of research in management education. With a focus on transformative learning, WBL programmes in HE perceives students' reflexive capacity as a skill to be learnt for professional development rather than accompanying a particular academic curriculum. In this paper, I share my experience of teaching the value of reflection and different qualities of reflective writing from within classroom experience. By this I mean helping students to 'see from within' rather than 'knowing about'. Using action research, a full version of this paper will include a description of what I did, why, and what happened. I use my dialogue with students, a 'critical friend' and teaching team in addition to my own reflection and students’ reflective statements to make sense of my practice and understand its impact on others. By adopting a critical dialogic approach, I am hoping to show a practical account of my own transformative learning of becoming a management educator. The paper has practical implications for teaching reflection from within an experience and the use of action research with critical orientation for management educators' development.

Item Type: Conference contribution
Creators: Goumaa, R.
Date: June 2019
Identifiers:
NumberType
1214621Other
Divisions: Schools > Nottingham Business School
Depositing User: Linda Sullivan
Date Added: 28 Nov 2019 16:14
Last Modified: 28 Nov 2019 16:15
URI: http://irep.ntu.ac.uk/id/eprint/38614

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